Next move 1 teachers book

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TEACHER’S BOOKWITH MULTI-ROM

TIMOTHY JOHN FOSTER

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THE IDEAL GUIDE FOR YOURLANGUAGE LEARNING JOURNEYFROM FIRST STEPS TO LAST

Following a path of 21st century lear

ning, the carefullystructured, multi-level approach inspires you to r

Online learning for students, instant marking and monitoring for teacherswww.MyEnglishLab.com/nextmove Choose a paper Workbook or a blended solution

FOR TEACHERS

Teacher’s Book with Teacher’s Resources Multi-ROM

Includes photocopiable resourcesand tests

Interactive Whiteboard software discincluding Teacher’s Resources

and video

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TEACHER’S BOOKWITH MULTI-ROM

TIMOTHY JOHN FOSTER

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Welcome to Next Move ! This four-level course allows

students to use twenty-first century skills to expand their knowledge across the curriculum and positions the learning of English within a framework of culture and citizenship. It provides students and their teachers with a range of dynamic, new digital and print materials for use in class and at home. The rich combination of online, offline and digital content creates an environment that is fun, fast-moving and

familiar for students who are digital natives . And for their less digitally native teachers, or digital tourists , it provides a

user-friendly tool which enhances the teaching experience.

Next Move embraces a holistic approach to the education of

today’s students. It provides them with a solid grounding in core knowledge of the English language combined with crucial twenty-first century skills. Within the context of contemporary themes, students develop the essential skills for success in today’s world, such as creativity and

innovation, critical thinking, problem solving, communication and collaboration. Because we now live in a technology and media-driven environment, with access to an abundance of information, students need to be skilled not just in

manipulating the technological tools with which to do the research but also in analysing and evaluating the information

they discover.

The clear, classroom-based methodology incorporates the concept of multiple intelligences as outlined by Howard Gardner in 1983 thereby encouraging every child, whatever their learning style, to develop both their cognitive and language skills, to be educated in the round (see page 8). Please go to www.pearsonelt.com/NextMove for a full description of the course and further resources.

About the methodology

Motivation

Next Move captures students’ attention by setting the

content and approach of the course firmly within the world of the modern teenager. The core subjects and twenty-first century themes such as global awareness and citizenship engage students’ curiosity. The topics promote social and cross-cultural awareness while the approach helps them to develop initiative and self-direction.

In this way students benefit not just in terms of improvement in their language competence but also in terms of their life and career skills.

Digital look and feel

There is one key difference that makes students today different from students a decade ago. That is that students

today are digital natives , to use the term coined by author

Marc Prensky in 2001. In simple terms, the students using this course have never known a life before digital

technologies were commonplace, while their teachers most definitely have. Teenagers today have grown up with

technology all around them, and life without the internet, mobile phones, games consoles, touch-sensitive tablet computers, MP3 players, social networking sites and the like seems unimaginable to them. They do not necessarily see the digital world as ‘unreal’ and the rest of the world as ‘real’ in the same way as previous generations, they are used to receiving and evaluating large quantities of information at great speed, they multitask and they are comfortable jumping rapidly from one topic or area to another. This type of student will feel comfortable with the various

modes of delivery employed in Next Move , whether via

downloadable, interactive digital or online platforms, and so be empowered to achieve more than ever before.

So what does this mean for teachers today? Obviously we need to update our vocabulary to be able to talk fluently about the world that these digital natives come from, we need to find points of reference and comparison between our world and theirs, and we need to update our teaching

materials and techniques. The Next Move course aims to

motivate digital natives through the modern design, regular changes of pace and focus, and references to and

examples of familiar digital media such as email, social networking and webpages. The user-friendly format enables

less digitally-native teachers (digital tourists) to manage the

materials with ease.

Inductive grammar

Next Move uses an inductive approach to grammar

presentation. Rather than merely presenting grammar rules for students to memorise, students are asked to examine the grammatical forms, think about their use in context and complete for themselves some of the key rules relating to each grammar point. This student-centred approach, in which students learn by doing rather than learn by being told, involves students more deeply in the process of learning and understanding and helps assimilation of the rules.

Visual approach to vocabulary

Extensive use is made of illustration to present new vocabulary, twice in each Students’ Book unit to introduce the topic as well as in the additional, extension vocabulary reference section at the back of the Workbook.

Mixed ability

Next Move is designed to address each student of whatever

profile or level as an individual so that even those in large, mixed-ability classes will thrive. Wherever possible,

suggestions have been made to help teachers working with mixed-ability groups. Workbook activities are provided at three levels of difficulty while the tests and photocopiable materials are available at two levels. With this range of materials, a wide range of levels within the same class can be catered for as well as different learning styles. See pages 8–9 for information about Multiple Intelligences and

Learning Styles.

Introduction

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About the Students’ Book

At the centre of the course is the Students’ Book itself, which contains a host of innovative and motivating features to make your classes a real success.

The Students’ Book begins with a Starter unit , which introduces some of the key points in Next Move and helps

students refresh their studies from previous courses.

There are nine main Students’ Book units, each of which contains ten pages:

Students’ Book

Starter Unit

Nine units of one lesson per page Three Review units

Nine Brain Trainer pages Six Culture pages

Grammar and Punctuation Tips Word list, Irregular Verb List,

Phonetics Chart, Grammar Reference

Three Check your Progress Language Reference and Practice

Teacher’s Book

Introduction

Unit-by-unit Teaching Notes Interleaved Students’ Book pages Workbook Answer Key

Students’ Book audio

ActiveTeach (for whiteboards)

Students’ Book pages Class audio and audioscripts DVD and audioscripts DVD worksheets

Photocopiable worksheets Tests

Tests audio and audioscripts Writing page from Workbook as PDF Mini dictionary

WB audio and audioscripts

Grammar Reference from Workbook Irregular verb list

1 2.13 Match the photos to these words. Then listen, check and repeat. bowling climbing dancing gymnastics hiking ice-skating kayaking mountain biking painting playing an instrument pony trekking rollerblading singing surfing 1Word list page 77 Workbook page 108

2 Read the clues. Guess the name of the activity from Exercise 1. 1 You do these two activities on water. surfing, … 2 You need a pony for this activity. 3 You need a bicycle for this activity. 4 You use a ball in this activity. 6 You make music in these two activities.

3 2.14 Listen. Copy and complete the activities Joe and Lisa do at the Holiday Camp.

morning afternoon Joe mountain biking

Lisa

4 Write three sentences about activities you like and don’t like.

I like rollerblading but I don’t like kayaking.

Brain Trainer Activity 3

Go to page 116

What sports are popular in your

country? Lots of people like rollerblading.

4 2.16 Guess the job. Then listen to Ricky and check.

5 What about you? In pairs, ask and answer. 1 What sports/activities are popular in your

country? 2 What sports do you like? 3 What activities do you usually do in your free

time?

Guess the job!

Reading 1 Read the text quickly. Match photos (1–4) to

the correct paragraph (A–D).

2 Read the text and check your answer to Exercise 1.

3 2.15 Read the text again. Choose the correct options.

1 Ricardo is / isn’t at university today. 2 The first thing Ricky does is mountain biking /

climbing .

3 The reporter, Amanda, likes / doesn’t like hiking

up Corcovado Mountain. 4 Ricky and Amanda are on Copacabana beach

in the morning / afternoon . 5 Lots of people in Brazil like / don’t like surfing. 6 Ricky is very good at swimming / surfing .

Out and About!

57

A It’s 6.00 a.m. and I’m having breakfast with Ricardo – nickname Ricky – on Corcovado Mountain in Rio de Janeiro. It’s December, so the weather is great at the moment. The students aren’t studying – they’re on holiday. Today, I’m

taking photos of Ricky for our Guess the job!

competition.

B Ricky’s first activity today is mountain biking. He isn’t riding down the road – he’s riding up the road. It isn’t easy!

C It’s 11.00 a.m. Now we’re hiking up the mountain for Ricky’s next activities. I’m not enjoying it, but Ricky likes walking and climbing. Now we’re at the top. Ricky is rollerblading and skateboarding. He’s having fun!

D Now it’s 4.00 p.m. We aren’t on the mountain, we’re on Copacabana beach. Ricky is swimming and surfing. Surfing is a popular sport here and Ricky is very good at it. But why is he doing all

these activities? Can you guess the job?

Reporter Amanda Moreno is spending the day with nineteen-year-old Ricardo Dos Santos. He’s a university student from Brazil.

Is Ricky …

a a professional sportsperson?

b a stuntman in a film? c a holiday camp instructor?

Email your answers to: run ➞ running write ➞ writing have ➞ having

Grammar Present continuous

You / We / They aren’t (are not) singing .

2 Write the -ing forms of the verbs.

1 go going

2 watch 3 do 4 have 5 swim 7 play 8 run

Pronunciation -ing endings

3a 2.17 Listen to the verbs and -ing

endings from Exercise 2.

b 2.17 What sound does the i make? Say - ing out loud.

c 2.17 Listen again and repeat.

5 2.18 Complete the text with the verbs. Use the Present continuous. Listen and check. The dance act you 1 are watching (watch) now

is the Hot Street Crew! Look at this! Kayla

2 (not dance), she 3 (do) gymnastics here! Now Leroy and Des 4 (jump)! They 5 (have) fun! In the studio the audience 6 (not sit) in their seats. They’re standing and clapping. What a great dance!

6 Look at the picture and answer the questions.

4 Make sentences. 1 Juan (not get up / sleep).

Juan isn’t getting up. He’s sleeping.

2 Enrique and Erica (not ice-skate / bowl). 3 Mr Chapman (not surf / sing). 4 Adriana and I (not study / dance). 5 I (not skateboard / paint my room). 6 Miss Green (not swim / run).

It’s 9.00 p.m. in Cancún, Mexico. 1 Are the Morales family sitting in the living room?

Yes, they are.

2 Is Elena watching TV? 3 Is her mum writing a letter? 4 Is the dog having dinner?

7 Make questions. Ask and answer for Elena. 1 your dog / sleep? 2 your parents / read? 3 you / sit / next to your mum? 4 you and your parents / eat / pizza ?

8 What about you? Imagine it’s 6.00 p.m. on Saturday. What are you doing now?

I’m listening to my favourite band on my MP3 player.

1 2.19 Match the pictures to these words. Then listen, check and repeat. autumn cloudy cold foggy hot raining 1 snowing spring summer sunny warm windy winter Word list page 77 Workbook page 108

Is it foggy in Spain? No, it isn’t.

2 2.20 Look at the picture. Complete the sentences with the weather words from Exercise 1. Then listen, check and repeat. What’s the weather like today? Let’s look at the weather in Western Europe. In Portugal the weather is 1 hot right now. In Spain, it’s a lovely 2 day. But it’s 3 in France. It’s 4 there, too. Switzerland is very 5 and it’s 6 at the moment, as well. In Italy, they’ve got nice 7 weather, but it’s 8 , too. And in the UK the weather isn’t cold, but it is 9 .

3 2.21 Listen. Choose the correct weather. 1 a it’s raining b it’s cold c it’s foggy 2 a it’s sunny b it’s snowing c it’s cloudy 3 a it’s windy b it’s cloudy c it’s sunny 4 a it’s cold b it’s warm c it’s hot

4 Look at the map in Exercise 2. In pairs, ask and answer.

Brain Trainer Activity 4Go to page 116Grammar reference Workbook page 94

Questions and short answers

Am Isinging ? Yes, Iam . No, I ’m not. Is he / she/it singing ? Yes, he /she/it is.

No, he/she/itisn’t. Are you / we / they singing ? Yes, you/we/theyare.

No, you/we/theyaren’t.

1 Study the grammar tables. Choose the correct options to complete the rules.

1 The verb to do / to be goes before the main

verb in the Present continuous.

2 We add - ing / -es to the end of the main verb. 3 The verb to be goes before / after the main verb

in the question form of the Present continuous.

Vocabulary Weather and seasons

Page 1 Vocabulary – Students are introduced to the topic of the unit through motivating work on an extended lexical set. The lexis is presented and practised

systematically and extensive use is made of illustration to help students understand and assimilate the vocabulary.

Page 3 Grammar – The first grammar point of the unit, which has been indirectly introduced in the preceding reading text, is presented. Deductive concept questions help students reach a deeper understanding of the grammar before they move on to a series of carefully organised controlled and freer-practice activities.

Page 2 Reading – The topic is developed further and the vocabulary recycled through an extended reading text related to the theme of the unit. Comprehension is fully checked through a variety of activities, including

sentence completion, traditional questions and True or

False? questions.

Page 4 Vocabulary – The second vocabulary page of the unit covers another lexical set related to the topic of the unit. The total number of lexical items introduced per unit is around thirty, approximately half on each vocabulary page.

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banana C broccoli cheese egg ham pasta prawn rice sausages tomatoes water yoghurt

2 Choose the correct options to complete the conversation. Joe How much / many chicken have we got in

the fridge?

Freda Not much / many .

Joe Oh, OK. What about eggs and bread?

Freda We’ve got much / a lot of eggs but we haven’t got much / many bread.

Joe How much / many sausages have we

got? Freda We’ve got six sausages, but we haven’t

got any / no ham.

Joe How much / many cheese have we got?

3 Make the comparative form of these adjectives. 1 delicious more delicious

4 Make sentences with comparative adjectives. 1 Lucy’s mobile phone / small / Sally’s mobile

phone

Lucy’s mobile phone is smaller than Sally’s mobile phone.

2 My bike / large / your scooter 3 The summer in Spain / hot / in England 4 The Italian restaurant / good / the Chinese

restaurant 5 My bedroom / clean / your bedroom 6 Your dog / noisy / my dog 7 Villages / quiet / towns 8 The pizza / delicious / the pasta

6 Complete the sentences with these words. clean delicious disgusting large quiet small wonderful

1 This egg sandwich is delicious but it’s very . I want another sandwich now! 2 You must have hands when you cook food. 3 My MP3 player’s very ! I can’t hear the music. 4 This yoghurt is very old. It’s . 5 I love this film. It’s ! 6 My cousin lives in a very house. It’s got six

bedrooms and four bathrooms.

Speaking Review

7 2.38 Put these phrases into the correct place in the conversation. Then listen and check.

It’s delicious, Are you ready to order? I’m OK Would you like

Waiter 1 Are you ready to order? Greg Yes. I’d like the pasta with tomato, please. Bea 2 the chicken with broccoli, please. Waiter 3 anything to drink? Greg Yes, please. Can I have a glass of water? Bea 4 , thanks. Waiter How is your food? Greg 5 , thank you.

Dictation

8 2.39Listen and write in your notebook.

Reading 1 2.40 Read about Louis and

‘Chokolit’. Answer the questions. 1 Why does Louis leave school in

2002? To have a home education.

2 What does Louis make for his 7 What does Louis do in 2012? 8 What is Louis’s message?

Class discussion

‘Chokolit’ is the wrong spelling for the word ‘chocolate’. Why do you think Louis’ company is called ‘Chokolit’? Can you make a cake? Imagine you want to start your own company. What do

you want to make? What is your company’s name?

May 2002

Louis Barnett is 11 years old. He has problems at school, because he is dyslexic and dyspraxic, so it’s difficult for him to read and write. He leaves school and has a home education. At home he doesn’t study academic subjects, but he does lots of practical things.

September 2003

Louis buys a recipe book and makes a special chocolate cake for his aunt’s 50 th birthday. The cake is delicious! Lots of people ask for his cakes. Louis starts to make cakes for local restaurants and shops.

February 2004

It’s 2004, and Louis is 12 years old. He starts his own chocolate company, called ‘Chokolit’. He wants to make chocolate from natural ingredients. He makes the chocolate in his kitchen at home.

June 2005

Louis has his first contract from a very big chain of supermarkets. He is producing 65,000 bars of chocolate a year. He can’t use his parents’ kitchen now, so he moves the chocolate production to a new building.

2012

Louis is 20 years old and his company is very successful. He travels around the world and talks to young people about at school. But everyone can succeed.’ My assessment profile: Workbook page 132

2 Make questions with the Present continuous. 1 you / sit / in a classroom?

Are you sitting in a classroom?

2 your teacher / talk / to the class? 3 you / watch / TV? 4 you and your friend / talk? 5 all the students / listen / to the teacher?

3 Answer the questions in Exercise 2. 1 Yes, I am.

4 Put the verb in the correct tense, Present simple or Present continuous. 1 Georgia (clean) her teeth every morning.

Georgia cleans her teeth every morning.

2 We (have) our breakfast now. 3 It (not rain) at the moment. 4 He often (hike) in the spring. 5 They (rollerblade) in the park now. 6 She never (watch) TV after 10 p.m. 7 He (study) every day.8 I (visit) my grandma today.

6 Complete the sentences with a weather word. 1 It isn’t sunny today. It’s raining.

2 It’s warm today, but it’s c _ _ _ _ _, too. 3 It’s very cold today and it’s s _ _ _ _ _ _ now. 4 The weather is w _ _ _ _ and cold today. 5 This morning it’s very grey and f _ _ _ _ outside.

Speaking Review

7 2.26 Choose the correct options to complete each conversation. Then listen and check. 1 Girl Hey! / Wow! What are you doing? Boy I’m taking a photo of you! Smile! 2

Girl Guess what! I’ve got tickets for the Kings of Leon concert tonight!

Boy Look! / Really?

3 Boy Jennifer Lopez is sitting near me. Girl How amazing! / Hey!

Dictation

8 2.27 Listen and write in your notebook. Hi Tania,

We 1 ’re enjoying (enjoy) our holiday in Portugal. I 2 (sit) by the swimming pool with my little brother, Jack. I 3 (watch) him because my parents 4 (make) the dinner. Jack 5 (not swim) at the moment. He 6 (play) with some cats. The cats 7 (run) away from my brother – they 8 (not have) fun! See you soon, 1 Read the text quickly. Match (1–2) to (a–b).

1 Blue light waves are … 2 Orange light waves are … a long.

2 2.28 Read the text again. Answer the questions. 1 What colour is the light in the middle of the

bottle? Orange

2 What colour is the light at the sides of the bottle? 3 What happens when the light passes through

the water and milk mixture? 4 What happens when light from the sun comes

into our atmosphere?

My Science File

3 Find out about rainbows. Find out … • when rainbows happen. • why we see rainbows.

4 In pairs, create an experiment to make a rainbow. Use some of these things: into the bottle.

2 Put the torch under the Look down on it from above. What colour is the light?

3 Add one teaspoon of milk to the water Shine the torch again and look down on the bottle. Now the light in the middle of the bottle is orange, and the light at the sides of the bottle is blue.

This experiment shows us why the sky is blue.

My assessment profile: Workbook page 131Tania Bexon

7 Manor RoadStoke NewingtonLondon N15 7LS

Why does this happen?

The light from the torch has lots of different colours. it breaks up into different coloured light waves. The blue light wave is short. The orange light wave is long. So the blue light wave is at the side of the bottle and the orange light wave is at the top of the bottle. In the same way, light from the sun breaks up into different colours when it comes into our atmosphere. In the day we see the short blue light waves. At sunset and at sunrise we see the long red and orange

Page 5–6 Chatroom – This double-page feature in each unit follows a group of teenagers of a similar age to the students through a variety of situations. Through an extended conversation, students focus on an area of functional language in context and are given controlled and freer practice. The feature also includes a second grammar focus, indirectly introduced in the conversation and followed by a variety of practice activities. Teenage idiomatic language is highlighted in the ‘Say it in your language …’ box.

Page 9 Refresh Your Memory! – Each unit concludes with a page of review exercises, covering grammar, vocabulary, speaking and dictation. At the end of each

page, students are referred to their Assessment Profile

which relates their work to the ‘Can do …’ statements of the Common European Framework and is designed to help students become more autonomous learners.

Page 7 Reading and Listening – This page further develops the topic of the unit and gives extended work on these key skills. Students work first on an extended reading text before moving on to the listening section. The comprehension of both sections is checked through a wide range of activities.

Page 10 … File – Odd-numbered units include a … File , essentially a CLIL page working on a cross-curricular

area, loosely related to the theme of the unit. There is a reading text which presents the topic and appropriate activities to check comprehension before students work on a related project themselves.

Page 8 Writing – This page works intensively on a specific text type. Students work with a model text, reading it for meaning before moving on to analyse the structure and features of the text type. The final task is to write a text of their own, using the model to support them.

Even-numbered units include a Real World Profi le , which

works extensively on citizenship . These pages present a teenager of a similar age to the students who has made an important contribution to society as a whole and give opportunities for extended discussion on the topic.

Each unit also contains a Pronunciation focus, related either

to individual sounds or to features of connected speech. The exact location of this section varies depending on the area being covered.

Speaking and Listening 1 Look at the photos. Which of these things can

2 2.22 Listen and read the conversation. Answer the questions. 1 Where are the children?

They are at Willow End.

2 What does Monica often do in summer? 3 Is Nick taking a photo of Sunny? 4 What animals are in the water?

3 Act out the conversation in groups of three.

Say it in your language … Here we are ! Yuk!

4 Look back at the conversation. Match an expression to each object. Steve I don’t know. 1 Are you shopping in town? Stella No, I’m 2 having a drink in the Rainforest

café . Steve Really? Stella And 3 Brad Pitt is standing near me. I’m

taking a photo. Steve Wow! How amazing!

7 Work in pairs. Replace the words in purple conversation.

Grammar Present simple and Present continuous

Present simple Present continuous

often swim here. They’re swimming.

I sometimes see them. He’s looking at the animals now. Watch Out! always, usually, often, sometimes, hardly ever, never ➞ every day / week / month happening now, at the moment

1 Study the grammar table. Match the tenses to the actions. 1 Present simple a action happening now 2 Present continuous b routine

2 Do we use the Present simple or the Present continuous with these words? 1 now Present continuous 1 They’re playing football at the moment. Pc 2 My grandma comes for dinner every Sunday. 3 Do you usually get up at 6.00 a.m.? 4 Jim isn’t watching TV now. 5 He is studying.6 We get up late on Saturdays.

4 Choose the correct options.

1 Harry and Lucy go / are going on a school trip. 2 I often do / am doing my homework in the

living room.

3 He doesn’t go / isn’t going ice-skating every day. 6 The dog doesn’t sleep / isn’t sleeping now.

Expressing surprise

Monica Here we are! This is Willow End. It’s my favourite place. It’s nice in summer – I often swim in the river here. Julia But not today! Brrr! The water’s very cold. Nick Wow! This is an amazing place! Monica Look at the bridge. Julia Great! I love it! Monica Are you taking a photo of Sunny, Nick? Nick No. I’m looking at that animal in the water. Julia Yuk! Is it a rat? Monica No, it’s an otter. I sometimes see them

here. Nick Really? There aren’t many otters. They’re

very rare. Look! T wo otters! They’re swimming. Julia How amazing! Take a photo, Nick.

1 eating at a pizza restaurant / sitting on a bus / going to a football match 2 watching a football match / waiting for a film

premiere / going to a concert3 actor / singer / sportsperson

Are you going to the cinema?No, I’m bowling

with my friends.

8 Act out the conversation again with your own words and ideas.

Unit 5Writing File Word order

The subject of a sentence comes before the verb in English.

Iget up at 6.00 a.m. Sam and Anna are having breakfast.

Reading 1 Look quickly at the texts. What kind of texts

do you think they are? 1 articles 2 emails 3 poems

2 Read and check your answer to Exercise 1.

3 Read this definition of a Haiku. Which poem is a Haiku? A Haiku is a very short Japanese poem. A Haiku usually talks about one of the four seasons.

4 2.24 Read the poems again. Answer the questions. 1 Does ‘The Fog’ poet like fog? Yes, he does. 2 Is the ‘Weather’ poem talking about weather at

one time of year? 3 Which season is the Haiku about? 4 Which poem has four verses? 5 Which poem doesn’t use rhyme? 6 How many weather words can you find in all

the poems?

Listening 1 2.25 Listen and match the people (1–3) to

the season they are talking about. 1 Blake is from Canada. 2 Blake likes the colour of autumn flowers. 3 Yoko is American. 4 Cherry blossom flowers are pink and white. 5 Paulo likes summer. 6 Argentinian summer is in July.

Writing A blog

1 Read the Writing File .

2 Read Julio’s blog. Find the verbs that follow these subjects. 1 I 2 he / Erik 3 we

3 Put the words in order to make sentences. 1 writing / her blog / is / Layla

Layla is writing her blog.

2 go to school / We / at half past eight 4 like / rollerblading / They 5 Nat and Mia / are / in the mountains / hiking 6 go / My friends and I / bowling / often

4 Read the blog again. Answer the questions. 1 Why is Julio in Norway?

Because he is on a school exchange trip.

2 What is the weather like in Tromsø? 4 What activities does Erik like? 5 What is Erik doing now?

5 Imagine you are on a exchange trip. Answer the questions about your trip. 1 What time do you usually get up? 2 Are you doing things at different times today? 3 Where are you? 4 What is the weather like in this place? 5 What is the weather like at home? 6 Who is your exchange buddy? 7 What activities does he/she like?

6 Write a short blog about your exchange trip. Use 'My blog' and your answers from Exercise 5.

Paragraph 1 introducing a topic

I usually … but today I … .

Paragraph 2 talking about a place

It’s … in … . (place)

Paragraph 3 talking about a person (name) is … .

He / She lives / likes / often goes … .

I usually get up later but today I’m getting up at 6.30 a.m. because I’m in Norway! We’re on a school exchange trip to Tromsø, an island in the Arctic Circle. It’s really cold here! there are usually only a couple of hours of light in the day. Erik is my exchange buddy. He lives here and he loves winter sports. He often goes kayaking and ice-skating. Do you know Tromsø is Norway’s candidate for the 2018 Winter Olympics? It’s 7.00 a.m. now and Erik is waiting for me school – it’s cool!

Remember! Check word order for subjects and verbs. Use the vocabulary in this unit. Check your grammar, spelling and As the weeks unfold. Skies are cloudy, Skies are fair, Skies are changing In the air. It is raining, It is snowing, It is windy With breezes blowing.

Days are foggy, Days are clear,

soft to change / changing breeze to blow / blowing shadow to tremble / trembling

The Fog

I like the fog , It’s soft and cool, It hides everything , On the way to school. I can’t see a house , I can’t see a tree, Because the fog Is playing with me. The sun comes out, The fog goes away, But it shall be back

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Other components

MyEnglishLab

The digital workbook for Next Move is a complete and

comprehensive set of practice materials for the student to use independently at home or in the digital classroom. It provides students with reinforcement and extra practice of grammar, vocabulary and skills through a wide range of exercises and varied activity types. While in structure it mirrors the Students’ Book, MyEnglishLab also provides students with an extensive full-colour reference section covering Grammar, Speaking and Listening and Pronunciation. It is ideal for mixed-ability groups as activities are classified with stars according to their level of difficulty. It should be possible for all students to complete the one-star activities, while two-star activities are aimed at the average students. Work is assigned digitally and student scores are recorded in the Gradebook to be monitored by the teacher. Feedback is given by grammar tips at relevant points.

After every three units there are extended Review sections

to identify any areas which are causing your students particular problems and to provide them with timely revision.

The Students’ Book also

It concludes with six

Culture pages, which

introduce students to different aspects of life in the UK and the English-speaking world.

Workbook

The Next Move Workbook provides students with

reinforcement and extra practice of the grammar, vocabulary and skills at each level through a wide range of exercises and varied activity types. While in structure it mirrors the Students’ Book, the Workbook also provides students with an extensive full-colour reference section covering Grammar, Vocabulary, Speaking and Listening, Pronunciation and Self Assessment. The Workbook can be used either in class, to keep fast-finishers or stronger students busy, or as homework. It is ideal for mixed-ability groups as activities are classified with one, two or three stars according to their level of difficulty. It should be possible for all students to complete the one-star activities, while two-star activities are aimed at the average students and three-star activities should be reserved for those students who need an additional challenge.

Teacher’s Resource and Tests Multi-ROM

The wide range of photocopiable material contained on the Teacher’s Resource Multi-ROM supplements and practises further the language presented in the Students’ Book itself. Much of this material is offered at two levels of difficulty. One-star activities are for students who need extra help and support; two-star activities are for students who require an additional challenge. As this material is photocopiable, a teacher can grade the activities to the level of the group or to particular students in the case of a group with a spread of levels.

The Teacher’s Resource Multi-ROM contains:

• Grammar and Vocabulary worksheets at two levels of

difficulty;

• Reading and Listening worksheets at two levels of difficulty; • Writing worksheets offering guided writing practice and

model texts;

• Speaking worksheets designed for use individually or in pairs. The final section of the Teacher’s Resource material is a

comprehensive collection of Tests which consist of:

• an initial Diagnostic Test to allow teachers to assess how

familiar students are with the grammar and vocabulary presented in the Starter Unit;

• nine Language Tests to check the grammar, vocabulary

and speaking items within each of the nine core units;

• three Skills Tests for use after each three units to test

general progress, language proficiency and fluency;

• an End Of Year Test for use at the end of the course

covering items from the whole level; • a full answer key.

Apart from the Diagnostic Test all the tests are at two levels of difficulty so teachers can test more appropriately and offer the correct level of challenge. All the tests are provided in A and B versions which are different in content as well as in

1 Make sentences about the people in the table with these adverbs.

Ella always gets up before 7 a.m.

always hardly ever never often sometimes usually I get up before 7 a.m. Ella Mia +

Jade Tom Zak Ali Jo Number of days in a year 365 2 70 150 0 351

2 Make sentences. 1 go home / They / at half past three / usually

They usually go home at half past three.

2 often / is / late / She 3 hardly / eat pasta / I / ever 4 We / watch a DVD / on Fridays / always 5 at the café / are / sometimes / They / at 4.15. 6 He / uses / his MP3 player / never

Present simple wh- questions

3 Make wh- questions for the answers with these words. How often What When Where Who

1 you / play tennis / ? At 4.30

When do you play tennis?

2 your grandparents / live / ? 6 you / like / Science / ?

Because it’s interesting.

Must/Mustn’t

4 Make sentences with must or mustn’t . They must have breakfast before 8 a.m.

2 he / not / watch / TV / today 4 she / clean / her teeth / every day 5 we / not / be / late for class 6 you / not / talk / in the library

Present continuous

5 Complete the sentences with the Present continuous of the verbs. 1 He ’s singing (sing) his favourite song.

2 We (have) lunch at the moment. 3 They (not tidy) their bedroom. 4 She (run) to school because she’s late. 5 You (not watch) the TV. 6 I (play) football with Penny.

6 Make questions and answers with the Present continuous. 1 they / use / the computer / ? ✗

Are they using the computer? No, they aren’t.

2 it / snow / at the moment / ? ✓ 3 he / sleep / in the garden / ? ✓ 4 I / do / the correct exercise / ? ✓ 5 you / cycle / a long way / ? ✗ 6 they / swim / in the sea / ? ✗

Present simple and Present continuous

7 Complete the conversation with the Present simple or Present continuous. Luke Hi, Leia. What 1 are you doing (you / do)

at the train station? Leia I 2 (wait) for my friend Saskia. She

3 (come) here for a week. Luke That’s nice. Leia Yes. I 4 (hardly ever / see) her because

she 5 (swim) in competitions every weekend. What about you? Where 6 (you / go) now? Luke To the beach. Leia But it 7 (rain) today! Luke I 8 (always / go) to the beach in the rain.

Countable and uncountable nouns

8 Are these words countable (C) or uncountable

9 Choose the correct options. 1 How much / many water have you got?

2 I’m eating an / some egg. 3 There isn’t much / many juice in the fridge. 4 We’ve got a / some bread. 5 Are there much / many prawns in your pasta? 6 He hasn’t got much / many bananas.

10 Complete the conversation with these words.

a How many How much lot of many much some (x2)

A Let’s make 1 pizza!

B 2 cheese have we got? A We’ve got a 3 cheese. We’ve got

4 tomatoes, too. We’ve got 5 ham, but we haven’t got very 6 . B 7 prawns have we got? I love prawn pizzas! A We haven’t got 8 prawns. Just half a bag. B OK. Let’s put them on the pizza, too. Yum! 1 your bag: 2012 / her bag: 2013 (new)

Her bag is newer than your bag.

2 my Maths score: 57% / my History score: 88% (good) 3 Spain: 506,000 km 2 / Greece: 132,000 km 2

(large) 4 his parents: 50 / your parents: 39 (old) 5 surfing: £10 / pony trekking: £20 (expensive) 3 my sister / love / ice skate 4 I / not like / do / sport

2 Complete the conversation with the sentences from Exercise 1. A 1 I love swimming.

B I don’t. 2 . A What’s your favourite sport? B Well, tennis is fun. 3 with my sister in

summer. 4 with her friends in winter, but I never go with them. 5 when it’s cold.

Expressing surprise

3 Complete the words. 1 A I’ve got an email from Tammi. She’s in

4 Put the conversation in the correct order. Customer 1 Can I have a glass of apple

juice, please? Waiter Are you ready to order? Customer 1 Yes. I’d like the salmon and rice,

please. What about you, Phil? Waiter Would you like anything to drink? Customer 2 Me too! Customer 1 It’s delicious, thank you. Waiter How is your food? Customer 2 I’ll have the tuna pasta, please.

Culture4Culture5 Reading 1 3.45 Read the text quickly. Complete each

paragraph with the correct information. a Mount Everest b Universal Law of Gravitation

c Frankenstein

d The Beatles

2 3.45 Read the text again. Are the sentences true (T) or false (F)? 1 Gravity causes things to fall down.

2 Mary Shelley wrote Frankenstein when

she was 50 years old. 3 Nobody found George Mallory’s body. 4 Ringo Starr wasn’t a member of The Beatles. 3 Write three facts about the River Thames. 4 How many people cycle to work or college

every day? 5 What’s a ‘double-decker’? 6 How many people can travel in a black cab?

Famous British PeopleLondon Transport

Your culture

3 In pairs, answer the questions. 1 What are the main types of transport in your

capital city? 2 How do students get to your school? 3 Write a short paragraph to describe one of the

types of transport in your capital city.

Your culture

3 In pairs, answer the questions. 1 Write the names of five famous people from

your country and say why they are famous. 2 Write a short paragraph about one of the

famous people from your country. Include this information. • Date of birth • Where does / did he / she live? • What does / did he / she do? • Why is / was he / she famous?

A …

There are 287 underground stations and 11 different lines. Many people call it ‘ the tube’ because of the shape of its tunnels.

B …

The River Thames flows through central London. 2,000 people use river boats to get to work every day. On a boat from Greenwich to central The Tower of London and Big Ben.

C …

Many people use bikes in London. Almost 500,000 people cycle to work or college in London every day.

D…

More than 6 million people travel on the red London buses every day. Some are called ‘double-deckers’. These buses haven’t got any doors and you pay a conductor for your ticket.

E …

Black taxis, or ‘cabs’ are big. They have a unique shape and a yellow light on the top. Five people can travel in a black cab – three facing forward and two facing back. The taxi drivers must know every street in London. It’s a very hard job!

Isaac Newton (1643–1727)

Isaac Newton was an English scientist who made great

contributions to Physics, Optics, Maths and Astronomy. He is best known for the 1 . Gravity is the force that causes things to fall down. This rule changed how

everyone understands the universe. Mary Shelley (1797–1851)

Mary Shelley was a British novelist. Her most important work was her Gothic novel , 2 . She wrote it when she was only 18 years old. Nowadays there are over 50 films of the Frankenstein story.

George Mallory (1886–1924)

George Mallory was a mountaineer and explorer. He climbed many mountains in Europe and Asia. In 1924, he climbed 3 and disappeared. Explorers found his body 75 years later close to the top of the mountain. Nobody knows if he got to the top or not.

John Lennon (1940–1980)

John Lennon was an English musician and singer-songwriter. He was one of the members of 4 , a very famous English rock band. The group consisted of John New York City.

very big capital city and there are lots 3 How many food words can you make using

these letters? You’ve got three minutes!

banana

Grammar 2 Work in pairs. Take turns to ask questions and

give answers. 1 How many bananas have you got? four 2 pasta have we got? a lot 3 eggs have you got? (not) any 4 juice have you got? (not) much 5 cheese have we got? some 6 ham sandwiches have you got? two 7 tomatoes have you got? a lot 8 bread have we got? (not) much

Spot the difference 1 Look at the photo on page 68 for one minute.

Now study this photo. What differences can you spot?

Vocabulary 3 Look at the picture and find eight activities.

You’ve got two minutes!

Grammar 2 Look at the picture for two minutes, then

cover it. Now say a square. Your partner says what the person is doing.

1 a – He’s climbing.

Spot the difference 1 Look at the photo on page 58 for one minute.

Now study this photo. What differences can you spot?

Brain Trainer 6Brain Trainer 5

4 Read the words in the box aloud three times. Cover the list and write the words in your notebook. Can you remember all the words?

How much juice have you got? I haven’t got

4 Put the letters in order to find the adjectives. You have two minutes!

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ActiveTeach

For teachers working with digital natives, the ActiveTeach software for Interactive Whiteboards will really help bring classes alive. This interactive version of the class materials will allow you to:

• focus students’ attention on the task in hand and keep their heads up and out of their books in class;

• clarify instructions and the mechanics of activities quickly and efficiently;

• complete exercises and check answers in a fun and motivating way;

• make sure that weaker students do not fall behind or get lost during the class;

• access all the multimedia resources with a few simple clicks;

• select and print worksheets from the Teacher’s Resource File;

• plan work and keep track of individual students’ progress. This powerful and flexible tool provides everything needed for the fully digital classroom and in such a way that even the

most peripatetic digital tourist teacher will be able to use it

with ease.

About the Teacher’s Book

This Teacher’s Book contains unit objectives, cross references to other course components, full teacher’s notes, answer keys and extra activities interleaved with the pages of the Students’ Book itself for quick and easy reference. At the end of the Teacher’s Book are the audioscripts for the listening activities in the Students’ Book and a full answer key and audioscripts for the Workbook. In short, everything you need to prepare and teach your classes in one easy reference guide.

Extra activities

There are a range of ‘no-preparation’ extra activities in the Teacher’s Book notes which extend or revise points from the Students’ Book itself. The majority of these are self-explanatory, but the following five are worthy of some further comment.

Mixed ability

Wherever possible, suggestions have been made to help teachers working with mixed-ability groups. As you get to know your students, you will come to learn which students work faster and which more slowly, and can therefore start to use the suggested activities to occupy the stronger students and fast finishers thereby giving weaker students time to complete the tasks in the Students’ Book without feeling that all eyes are on them. Before using these activities do check though that fast finishers have also been accurate in their work. Should you find that they have completed a task quickly but with a lot of errors then, before giving them an additional task, have them review their work, check it thoroughly and self-correct.

Live listening

Extended teacher talk time is often regarded in the modern classroom very negatively. However the students’ inherent interest in their teacher and his or her world can be exploited most effectively through live-listening activities and such activities can also provide a much needed change of focus and pace in the classroom.

The key to a live-listening activity is that the teacher should provide a natural and realistic model of spoken language while students complete a relatively simple task. Language can of course be graded, taking into account the level of the students, and grammar and vocabulary can be recycled. However over-preparing or reading aloud a written text destroys the spontaneity in these activities. When talking to your group, make sure you make eye contact as much as possible and use natural pronunciation and rhythm. Bear in mind that what you tell your class does not have to be true, in fact, in order to maximise recycling of grammar and vocabulary, it is often more useful if it is fictional.

When a model text has been provided, this should be taken as an example only. Take the basic ideas and the basic structure but make it your own and bring it to life for your students. Due to space limitations, a model text cannot always be included. When activities contain questions for the students to answer, do make sure that you cover all those areas when speaking.

Dictation

There are a variety of additional dictation activities in the Teacher’s Book notes which can be used to help students develop their understanding of sound-spelling relationships. When using these dictation activities, make sure that you provide a realistic pronunciation model at all times. Repeat the sentences as many times as necessary, with natural pronunciation and intonation and at a natural speed. Use the audio recording if you are not confident of your own spoken English as a model. If students are not completely successful in writing down what you are saying, this is not a problem. What is essential is that students hear a realistic model of the pronunciation at various times, which, during the checking stage, they can relate to the written form. At the end of each dictation activity, write the sentences on the board for students to check their answers and then highlight for them particular features of the pronunciation of each sentence (assimilation, intrusion, consonant clusters, etc.) which may have caused them problems.

Drilling

Throughout the Teacher’s Book suggestions are made for drilling. There are numerous variations on drilling, the value of which should never be underestimated. Experiment with drilling techniques, for example:

forward drilling – drill phonetically, starting at the

beginning of the sentence and adding one more syllable each time, e.g.

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/maɪ/ ( ‘My …’ )

/maɪ neɪm/ ( ‘My name …’ ) /maɪ neɪm ɪz/ ( ‘My name is …’ ) /maɪ neɪm ɪz dʒəʊ/ ( ‘My name is Joe.’ )

or backward drilling – drill phonetically, starting at the end

of the sentence, e.g .

/ʃiːz ə dɒktə/ ( ‘She’s a doctor.’ )

When working on a conversation, either take one role yourself or divide the class in half or into three groups and work in sequence on each line of the conversation building towards a final ‘performance’.

Consider also telling students to cover the text while you are working on pronunciation. The complex sound-spelling relationships in English confuse many students and there can be serious L1 interference when students look at the written form. Removing the visual reference often results in a notable improvement in students’ pronunciation.

Pronunciation

As well as drills there are many other suggestions for revision and extension of pronunciation work in the Teacher’s Book. For successful communication it is very important that students can understand a wide variety of native and non-native speakers. Students usually have considerably more problems understanding native speakers of English than understanding people who are using English as a second language so regular pronunciation work in class really helps students understand how native speakers use the language. Students will reap many benefits from this in the long term, most notably an improvement in listening comprehension resulting from a deeper knowledge of sounds and how these relate to spelling.

Multiple Intelligences

In 1983 Howard Gardner, an American developmental psychologist, outlined the concept of multiple intelligences as an alternative to traditional definitions of intelligence as expressed by IQ. The debate about how many intelligences exist and their precise classification continues today but it is generally agreed that there are a minimum of seven:

Visual/Spatial Intelligence

Profi le: sees things with the mind’s eye; thinks in pictures and

creates mental images to help memory; enjoys looking at visually intricate materials

Typical skills: understanding charts, graphs and plans; good

sense of direction; drawing, sketching and painting; designing practical objects; interpreting and creating visual images; good at solving puzzles

Typical careers: architect, artist, sculptor, designer, inventor,

mechanic, engineer

Verbal/Linguistic Intelligence

Profi le: adept at using words and language; highly developed

listening skills; generally thinks in words rather than images; enjoys reading and writing and story telling

Typical skills: good at discussing, debating and arguing

points; note reading, writing and note taking; memorising information and dates; able to learn and analyse both their own and foreign languages

Typical careers: lawyer, journalist, writer, teacher, politician,

translator, poet

Logical/Mathematical Intelligence

Profi le: connects pieces of information by looking for

patterns; asks lots of questions; likes to experiment; reasons logically; often has a high IQ

Typical skills: excellent with numerical, mathematical activities

and computer programming; able to handle long,

complicated sequences of information; good at geometry

Typical careers: scientist, IT programmer, accountant,

mathematician, doctor, economist

Bodily/Kinaesthetic Intelligence

Profi le: uses physical interaction with objects or space to

process information; responds to getting up and moving around; may become restless if not given a chance to move

Typical skills: good muscle control leading to capacity to

minutely control body movements and handle delicate objects; good at making things; advanced muscle memory; good hand-eye coordination

Typical careers: athlete, dancer, actor, firefighter, surgeon,

soldier, pilot

Musical/Rhythmic Intelligence

Profi le: highly sensitised to sounds, rhythms and tones; well

developed language skills; sensitive to background sounds; responds to music and can talk about it critically

Typical skills: singing and playing musical instruments;

memory for complex rhythmic and melodic patterns; understands music, rhythm and structure; perfect musical pitch

Typical careers: musician, singer, conductor, composer,

writer, public speaker

Interpersonal Intelligence

Profi le: relates to others and able to see things from their

point of view; extremely sensitive to other people’s emotions and moods; enjoys discussion or debate; extroverted

Typical skills: good organisation; is cooperative in groups and

acts as peace-maker; good at communicating verbally and non verbally using body language and eye contact

Typical careers: social worker, manager, businessperson,

sales representative

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Intrapersonal Intelligence

Profi le: tends towards self-reflection and analysis of strengths

and weaknesses; introverted; often intuitive; has a profound understanding of self; prefers to work alone

Typical skills: good at understanding and recognising feelings

and emotions; well-developed awareness of strengths and weaknesses; realistic about their role in the world

Typical careers: researcher, philosopher, writer, lawyer

Naturally, developing an awareness of intelligence type can help teachers support students in their studies and in their future career decisions.

Learning Styles

Additional studies by Neil Fleming establish a model, usually referred to as VAK, which specifically deals with the way learners interact with information. This model focuses on three basic learning styles which should also be considered in any classroom situation:

Visual Learners

… like to see information expressed as maps, charts, graphs, diagrams and mind maps. Clear and logical use of pictures, colour, font, layout and graphics keep them focused. They learn well with activities which involve drawing lines, arrows and circles, and underlining, highlighting and crossing out.

Auditory Learners

… like to hear information and learn best from listening and pronunciation activities, teacher talk time and group and pair discussion work. They tend to deal with language as they speak rather than before which means they may make mistakes but these are a key part of their learning process.

Kinaesthetic/Tactile Learners

… respond best to ‘reality’ be it through demonstration, simulations or video of the physical world. They may have difficulty learning by reading or listening and will retain information better when they are free to move. They will respond well to activities with micro-movement in class such as games and card matching activities.

Catering for diversity in the classroom is a key objective in

Next Move which has been written to include the widest

possible range of material for students of all intelligences and

learner types. All the activities in Next Move have been

designed to ensure maximum variety in order to ensure that all students get the most out of the course.

The Brain Trainer material at the end of the Students’ Book

allows you to focus a little more consciously on multiple intelligences and learning styles in the classroom. Raise awareness after completing each activity by asking students how easy or difficult they found the activity and gradually helping them understand what type of learner they are.

Learning Styles Test

At the beginning of the course, use the following test to get a general idea about your students’ preferences. This also serves as an introduction for them to the basic idea of

learning styles and helps them understand that the Brain

Trainer section is not merely another collection of grammar

and vocabulary activities, but rather a way to find out about themselves and learn how to learn more effectively. Tell the students to write the numbers 1–30 on a piece of paper and tell them that you are going to ask them 30 simple

questions to which they must answer simply yes or no . Read

the following questions in students’ L1, repeating them as necessary.

Ask students to divide their answers into three groups, 1–10,

11–20, 21–30. They count up how many times they wrote yes in each group. Tell students who have the majority of yes

answers in the first block (1–10) to stand up and explain that

they are predominantly visual learners. Repeat the procedure with the second block (11–20) for the auditory learners and finally with the third block for the kinaesthetic / tactile learners.

Point out that within the class there are a range of learner types and that the Students’ Book has material for all of them.

1 Are you good at using maps?

2 Do you remember people’s faces even if you’ve only seen them once or twice?

3 Are you good at spelling? 4 Do you like clothes and fashion?

5 Can you understand charts and diagrams quickly? 6 Is it difficult for you to study when it is noisy? 7 Do you like using different colour pens? 8 Do you dream in colour?

9 Do you read a lot outside class? 10 Do you often write letters or emails? 1 1 Do you like studying with other people? 12 Are you good at explaining things?

13 Do you spend a long time talking on the phone? 14 Do you like discussing things in class?

15 Do you often hum or sing to yourself? 16 Do you like listening to the radio?

17 Are you good at remembering people’s names? 18 Do you like hearing people telling stories? 19 Do you like acting?

20 Are you happy talking in front of groups of people? 21 Do you like making things?

22 Are you good at sports and physical activities? 23 Is your handwriting a bit messy?

24 Do you like making models and building things? 25 Are you a good dancer?

26 Do you like Science classes? 27 Do you do activities like martial arts? 28 If you buy something new, do you ignore the

instructions and start to use it immediately? 29 Is it difficult for you to sit still for long?

30 Has anybody ever told you you’re hyperactive?

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Subject pronouns

Wh- questionsThis/That/These/Those

Countries and Nationalities; Numbers; Spelling; Classroom Objects; Days of the Week and Months of the Year;

Fans of the month

Help! Dad’s got an embarrassing hobby!

A Karate Kid collection

Dictation

Talking about positionPronunciation: Short forms

Orders and warningsPronunciation: Silent letters

A description of a townWriting fi le: Linking words

Technology File

30Present simple: affi rmative and negative

Present simple: questions and short answers Daily routinesSchool subjects A day with … my big familyThe big school quiz A school day in Japan Dictation

Pronunciation: -s endings An emailWriting fi le: Time phrases: on, in, at

Review 1

Units 1–3 page 40

Likes and dislikes

Pronunciation: Contrastive stress

An animal fact sheetWriting fi le: Making notes

Weather and seasons

Guess the job!

Writing fi le: Sequence words

Review 2

Units 4–6 page 74

History File

78 Past simple: to be

There was/There were

Past simple regular: affi rmative and negative

Ordinal numbers, years, datesRegular verbs

Flower power!Travel back in time!

The Max Museum Dictation

Talking about the past

Pronunciation: -ed endings

An essay

Writing fi le: Punctuation 2

Phiona Mutesi

88Past simple irregular: affi rmative and negative Past simple: questions

Talking on the phone

Pronunciation: Sounding polite

Asking for information

Pronunciation: Weak form of to A storyWriting fi le: Review

Review 3

Units 7–9 page 108

Brain Trainer pages 112–120 Culture pages 121–126 Irregular verb list page 127

Subject pronouns

Wh- questionsThis/That/These/Those

Countries and Nationalities; Numbers; Spelling; Classroom Objects; Days of the Week and Months of the Year;

Fans of the month

Help! Dad’s got an embarrassing hobby!

A Karate Kid collection

Dictation

Talking about positionPronunciation: Short forms

Orders and warningsPronunciation: Silent letters

A description of a townWriting fi le: Linking words

Technology File

30Present simple: affi rmative and negative

Pronunciation: -s endings An emailWriting fi le: Time phrases: on, in, at

Review 1

Units 1–3 page 40

Likes and dislikes

Pronunciation: Contrastive stress

An animal fact sheetWriting fi le: Making notes

Weather and seasons

Guess the job!

Writing fi le: Sequence words

Review 2

Units 4–6 page 74

History File

78 Past simple: to be

There was/There were

Past simple regular: affi rmative and negative

Ordinal numbers, years, datesRegular verbs

Flower power!Travel back in time!

The Max Museum Dictation

Talking about the past

Pronunciation: -ed endings

An essay

Writing fi le: Punctuation 2

Phiona Mutesi

88Past simple irregular: affi rmative and negative Past simple: questions

Talking on the phone

Pronunciation: Sounding polite

Asking for information

Pronunciation: Weak form of to A storyWriting fi le: Review

Review 3

Units 7–9 page 108

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Subject pronouns

Wh- questionsThis/That/These/Those

Countries and Nationalities; Numbers; Spelling; Classroom Objects; Days of the Week and Months of the Year;

Fans of the month

Help! Dad’s got an embarrassing hobby!

A Karate Kid collection

Dictation

Talking about positionPronunciation: Short forms

Orders and warningsPronunciation: Silent letters

A description of a townWriting fi le: Linking words

Technology File

30Present simple: affi rmative and negative

Pronunciation: -s endings An emailWriting fi le: Time phrases: on, in, at

Review 1

Units 1–3 page 40

Likes and dislikes

Pronunciation: Contrastive stress

An animal fact sheetWriting fi le: Making notes

Weather and seasons

Guess the job!

Writing fi le: Sequence words

Review 2

Units 4–6 page 74

History File

78 Past simple: to be

There was/There were

Past simple regular: affi rmative and negative

Ordinal numbers, years, datesRegular verbs

Flower power!Travel back in time!

The Max Museum Dictation

Talking about the past

Pronunciation: -ed endings

An essay

Writing fi le: Punctuation 2

Phiona Mutesi

88Past simple irregular: affi rmative and negative Past simple: questions

Talking on the phone

Pronunciation: Sounding polite

Asking for information

Pronunciation: Weak form of to A storyWriting fi le: Review

Review 3

Units 7–9 page 108

Brain Trainer pages 112–120 Culture pages 121–126 Irregular verb list page 127

Subject pronouns

Wh- questionsThis/That/These/Those

Countries and Nationalities; Numbers; Spelling; Classroom Objects; Days of the Week and Months of the Year;

Fans of the month

Help! Dad’s got an embarrassing hobby!

A Karate Kid collection

Dictation

Talking about positionPronunciation: Short forms

Orders and warningsPronunciation: Silent letters

A description of a townWriting fi le: Linking words

Technology File

30Present simple: affi rmative and negative

Pronunciation: -s endings An emailWriting fi le: Time phrases: on, in, at

Review 1

Units 1–3 page 40

Likes and dislikes

Pronunciation: Contrastive stress

An animal fact sheetWriting fi le: Making notes

Weather and seasons

Guess the job!

Writing fi le: Sequence words

Review 2

Units 4–6 page 74

History File

78 Past simple: to be

There was/There were

Past simple regular: affi rmative and negative

Ordinal numbers, years, datesRegular verbs

Flower power!Travel back in time!

The Max Museum Dictation

Talking about the past

Pronunciation: -ed endings

An essay

Writing fi le: Punctuation 2

Phiona Mutesi

88Past simple irregular: affi rmative and negative Past simple: questions

Talking on the phone

Pronunciation: Sounding polite

Asking for information

Pronunciation: Weak form of to A storyWriting fi le: Review

Review 3

Units 7–9 page 108

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Starter Unit

Vocabulary

Countries and Nationalities

1 Match the countries (1–8) to the nationalities

2 Match the countries from Exercise 1 to the letters (a–h) on the map. Do you know any other countries?

a England

Numbers

3 Do the sums. Write the answer. 1 fifteen + twenty-six forty-one

2 one hundred and twelve – nineteen 3 eighty-five + seventy-nine 4 one thousand and six – eleven 5 sixty-one + six hundred and two

4 1.2 Listen. Write the numbers you hear in your notebook.

Spelling

5 1.3 Say the letters to spell these words. Listen and check.

Point out to students that in British English

people say both a hundred and one hundred . 1 forty-one/41

2 ninety-three /93

3 one hundred and sixty-four /164 4 nine hundred and ninety-five/ 995 5 six hundred and sixty-three /663

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9 1.4 Match the sentences to the speaker. Is it student (S) or teacher (T)? Listen and repeat.

1 Open your books! T

2 Can you repeat …, please? 3 How do you spell …? 4 Listen carefully.

5 I’m sorry, I don’t understand. 6 Please be quiet!

7 Check your answers. 8 How do you say … in English? 9 What’s the homework?

Days of the Week and Months of the Year

7 Put the days in the correct order. Which is your favourite day?

8 Find four months in each line.

1 cownovemberarmarchapplejanuarybreaddecember

Point out to students that months of the year have capital letters in English.

1 November , March, January, December

2 June, April, October, July

3 February, May, August, September

Point out to students that days of the week have capital

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We ’re (are) We aren’t (are not) They’re (are)They aren’t (are not)

Questions and short answers

Am I …?Yes, I am / No, I’m not.

No, he/she/it isn’t.

No, you/we/they aren’t.

2 Choose the correct options. 1 My friend Leo is / are American.

2 We aren’t / isn’t from London. We are Spanish. 3 I are / am in a new class.

4 Is / Are they at the park? 5 You is / are in the classroom!

3 Complete the sentences.

1 He is a boy but she a boy, she a girl! 2 he a doctor?

3 I French, I’m Italian. I come from Milan. 4 you twelve years old? You are very tall! 5 it a cat? No, I think it’s a dog. 6 You in Class 6 with Miss Taylor.

Who is your sister?

5 Complete the questions. 4 are you happy?

I am happy because it’s my birthday today. 5 is your best friend?

My best friend is Pedro. 6 is Halloween? In October.

6 Make questions.1 name / What’s / your ?

What’s your name?

2 you / from / Where / are ?3 How / are / you / old ?4 is / your / birthday / When ?5 you / happy / Why / are ?6 Who / best friend / your / is ?

7 In pairs, ask and answer the questions in

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Starter Unit

Starter Unit

This / That / These / Those

8 Study the grammar table.

This is a pen .These are rubbers.

Watch Out!

This is a pen. NOT This is pen.

These are chairs. NOT These are a chairs .

9 Look at the picture below. Say this , that , these

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Reading

1 Look at the text. How many people are in the Wildlife Club?

2 1.5 Read the text again. Are the sentences true (T) or false (F)?1 The Wildlife Club is an arts club. F

2 The Wildlife Club is on Friday afternoons.3 Nick is 13 years old.

4 Sunny is a rabbit.5 Leo and Julia are friends.

• The Wildlife Club … what is it?

It’s a great nature club at our school.

• The Wildlife Club … when is it?

It’s on Thursday afternoons, from 3.30 to 4.30 .

• The Wildlife Club … who is in it?

Say hello to our Wildlife Club members!

Welcome to ….

The Wildlife Club!

I’m Nick. I’m in Year 9 and I’m 13 years old. My favourite animal is my dog, Sunny. The Wildlife Club is cool! Wildlife and nature are very important for me.

I’m Julia and this is my brother, Leo. I’m 12 and Leo is 8. He is in the Wildlife Club because animals and nature are his favourite things.

Three people – Nick, Julia and Leo

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Starter Unit

Starter Unit

Listening and Speaking

3 Look at the photo. Find the new member of the Wildlife Club.

4 1.6 Listen to the conversation. Who is the new member?

5 1.6 Listen to the conversation again and complete the form.

What’s your favourite animal?

6 1.6 Listen to the conversation again. Are these sentences true (T) or false (F)? 1 Monica is in Year 8.

2 Nick is in Year 8.

3 Sunny is in the Wildlife Club.

7 In pairs, ask and answer to complete your

Class Year 8 (Note: in this case ‘Year 8’

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Grammar Have got; Possessive adjectives; Possessive ’s

Vocabulary Objects; Adjectives Speaking Talking about position Writing A personal profile

1 1.7 Match the photos to these words. Then listen, check and repeat.

games console guitar ice skates laptop magazine mobile phone MP3 player poster skateboard wallet watch

Word list page 43 Workbook page 104

2 Match the definitions to seven objects from Exercise 1.

1 It’s a musical instrument. guitar

2 It’s a film. 3 It’s a computer. 4 It’s a small clock.

5 They’re stories with superheroes. 6 It’s a board with wheels. 7 It’s a big picture.

3 1.8 Listen and spot the missing letter. 1 wallet l

2 comics

3 camera 4 skateboard

4 Think of three words with missing letters. In pairs, ask and answer.

Brain Trainer Activity 3

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Unit contents

Vocabulary



Objects – camera, comics, DVD, games console,

guitar, ice skates, laptop, magazine, mobile phone, MP3 player, poster, skateboard, wallet, watch



Adjectives – bad, big, boring, cheap, diffi cult, easy,

expensive, good, interesting, new, old, popular,



Talking about position



Writing – A personal profi le; Punctuation – capital letters, full stops, apostrophes



Interpersonal, social and civic competence



Cultural and artistic competences



Learning-to-learn



Autonomy and personal initiative

Exercise 1 (Track 1.7)

• Individually, students match the words and the pictures. • Play the recording for students to listen and check. • Repeat the recording. Pause after each word to check

• In pairs, students match the defi nitions with the objects. • Check answers as a class.

Stronger groups or fast finishers can write simple definitions for some of the other objects. Monitor and help with grammar and vocabulary if necessary, and encourage students to keep their language simple. They can then read their definitions to the class for the other students to identify the objects.

Exercise 3 (Track 1.8)

• Play the recording once for gist, asking students to identify what it is that they are listening to (Answer:

a radio game show ).

• Revise the alphabet with students.

• Focus on letters which cause students particular difficulty.

• Repeat the recording for students to listen and spot the missing letters.

• Check answers by asking individual students to write the missing letters on the board.

2 i 3 e 4 a

Exercise 4

• Students write three words with missing letters. • Monitor and check students’ spelling.

• Students work in pairs, asking and answering their missing letter questions.

• When answering questions, students should keep their books closed.

• Encourage them to make appropriate sound effects for correct and incorrect answers.

• Monitor but do not interrupt fluency unless they make mistakes with the spelling.

Extra activity

Write the following as a word snake on the board:

walletskateboardgamesconsoledvdmagazinewatch

mp3player

Ask students to find the words in the snake.

(Answers: wallet , skateboard , games console , DVD , magazine , watch , MP3 player )

Note that both this activity and the missing letter activity in Exercises 3 and 4 can be re-used at any point during the course when you want students to focus on the spelling of new vocabulary.

Further practice:

Workbook pages 8 and 104

Brain Trainer Activity 3

See Teacher’s Book page 210 and Students’ Book page 112

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Unit 1My World

Reading

Revision

previous Vocabulary page.

identify the objects. 1 It’s for carrying money. 2 It’s for checking the time. 3 It’s for playing games. 4 It plays music. 5 It’s for taking photos. 6 It’s got photos and stories.

students to write words on the board.

(Answers: wallet , watch, games console, MP3 player ,

camera , magazine )

Cultural notes

• The Simpsons is an animated comedy series, first

broadcast in 1989, featuring the adventures of a distinctive yellow family in a fictional American town. It has been a global success and nearly 500 episodes have been broadcast. The franchise includes video games, comics, merchandising of all types and even a ride at Universal Studios.

• Lionel ‘Leo’ Messi (Argentina, born 1987) is

considered one of the best football players of his generation. He has played for Argentina in the FIFA World Cup. The colour of the Argentinian national team is blue, hence Emilio’s father’s blue laptop, mobile phone and car.

Exercise 1

• Draw attention to the photos and ask students what they can see.

• Students work in pairs, talking about who has got each

• Ask students why Emilio’s father has a blue laptop,

mobile phone and car. (Answer: Because it is the colour

of the Argentinian national team. )

1 Lisa 2 Emilio 3 Lisa 4 Emilio

Exercise 3 (Track 1.9)

• Individually, students answer the question.

• If you wish, play the recording for students to listen and read.

• Students check in pairs before checking answers as a class.

• Elicit from stronger students or explain yourself the meaning of any new vocabulary.

Lisa mentions six objects Emilio mentions nine objects

Exercise 4 (Track 1.9)

• Students read the text again and answer the questions. • They then check in pairs before you check answers as a class.

2 He’s from Mar del Plata in Argentina.

3 Lisa is a fan of The Simpsons .

4 Emilio is a football fan.

5 They are comics, a computer game, a DVD, a watch, a skateboard and a guitar .

6 They are a shirt, a scarf, a wallet, a backpack, (lots of) posters, a laptop, a mobile phone, a car and photos of players

Exercise 5

• Check the pronunciation of the questions before students work in pairs.

• In pairs, students ask and answer the questions. • Monitor but do not interrupt fluency unless they make mistakes with the question forms.

• Discuss the questions as a class and find out how much consensus there is among the group.

Extra activity

Allow students to interview you, using the questions in Exercise 5. Remember to grade your language appropriately.

Further practice:

Workbook page 9

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11Unit 1

Reading

1 Look at the photos. Who has got these things: Lisa (L) or Emilio (E)?

1 a skateboard 2 a camera 3 comics 4 posters

2 Read and check your answers to Exercise 1.

3 1.9 Read the text. How many objects do Lisa and Emilio mention?

4 1.9 Read the text again. Answer the questions.

1 Where is Lisa from? She’s from Canada.

2 Where is Emilio from? 3 What is Lisa a fan of? 4 What is Emilio a fan of?

5 Name The Simpsons objects.

6 Name the football objects.

1 What programme / team / sport are you a fan of? 2 Who is your favourite TV character / sports

I’m from Mar del Plata in Argentina. We’ve got a great football team here. I’ve got a football shirt, a scarf, a wallet and a backpack … and lots of posters on my bedroom wall! Mum and Dad are big football fans, too. Dad’s got a blue laptop, a blue mobile phone and a blue car!

I’ve also got photos of some players on my camera. Messi is my favourite player. He is a top goal scorer!

Emilio, Argentina

Simpsons fan!

My brother and I are Simpsons fans. We’ve

got about two hundred comics and they’ve got very funny stories and pictures. Have

you got a Simpsons comic?

The Simpsons computer game is fantastic, but we haven’t got a Simpsons DVD. I’ve got a Simpsons watch and a big skateboard with

Bart Simpson on it. My brother hasn’t got a skateboard, but he’s got a guitar with a picture of Homer on it. It’s awesome! Oh, and guess what? My name is Lisa ... but my brother’s name isn’t Bart!

Lisa, Canada

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have got ➞ ’ve got have not got ➞ haven’t got has got ➞ ’s got

has not got ➞ hasn’t got

1 Study the grammar tables. Complete the rules.

1 We say I / / / have got or haven’t got. 2 We say he / / has got or hasn’t got. 3 The question form of they have got is ? 4 The short form of have got is ’ . 5 The short form of has got is ’ .

2 Choose the correct options.

1 Carla and Luisa has got / have got posters of Lady Gaga.

2 Elena hasn’t got / haven’t got a Twilight DVD. 3 Have / Has your parents got a laptop?

4 I has got / have got a camera in my backpack. 5 Harry hasn’t got / haven’t got a Superman

6 Have / Has Angela got a new watch?

3 Find the subject + verb. Write the full form in your notebook.

1 He’s got a new games console.

He has got

2 They haven’t got a laptop.

3 We’ve got posters for the classroom. 4 I’ve got a camera on my mobile phone. 5 The teacher’s got an MP3 player. 6 You haven’t got a watch.

4 Complete the text with the full form of

have got.

My Dad is a DJ. He 1 has got a radio show. He gets famous people on his show. We

2 got autographs from the famous people. We

3 got autographs from Will Smith and Angelina Jolie. We 4 (not) got an autograph from a sports person. My favourite singer is Katy Perry but I 5 (not) got her autograph. 6 you got an autograph from a famous person?

PronunciationShort forms

5a 1.10 Look at the verbs. Find the short

forms and listen.

1 I’ve got a mobile phone. 2 She’s got a magazine. 3 They’ve got my ice skates. 4 He hasn’t got a camera. 5 We haven’t got watches.

b 1.10 Listen again and repeat.

about these objects.

Grammar reference Workbook page 86

Have you got a camera?

Yes, I have.

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Unit 1My World

Language notes

• The use of have got is taught here for possession

before any other work on the Present simple. Generally students do not have a problem with this structure in isolation but later on they may have problems when they see the use of the auxiliaries

do/don’t and does/doesn’t with the Present simple. At that point you may need to clarify that have got is

not grammatically the same as the Present simple.

• Have got is a very common construction in British

English but, depending on your teaching context, you may find students are more influenced by American

English where the verb have (I have, he has, it doesn’t

have, we don’t have, do you have, does he have, etc . )

is more commonly used.

Exercise 1

• Read the grammar tables with students.

• Students work individually, completing the sentences and referring back to the grammar tables where necessary. • Check answers as a class.

1 I / you / we / they 2 he / she / it 3 Have they got

4 ’ve got 5 ’s got

Exercise 2

• Students choose the correct options.

• Check answers by asking individual students to read the sentences.

2 hasn’t got 3 Have 4 have got 5 hasn’t got 6 Has

Exercise 3

• Check students understand the task before they start. • Individually, students change the contracted forms to the full forms.

2 They haven’t got They have not got

5 The teacher’s got The teacher has got 6 You haven’t got You have not got

Exercise 4

• Remind students to use full forms not contractions in this exercise.

• Check answers by asking individual students to read sentences from the text.

2 have 3 have 4 have not 5 have not 6 Have

Pronunciation Short forms Language notes

• Speakers of many languages have major problems with the eccentricities of English pronunciation. This can affect their ability to understand spoken English. Many students have a tendency to over-emphasise

the auxiliaries have/has . The aim of this exercise is to

show how the auxiliaries are actually pronounced in connected speech.

Exercise 5a (Track 1.10)

• Play the recording for students to listen, read and fi nd the short form.

1 ’ve 2 ’s 3 ’ve 4 hasn’t 5 haven’t

Exercise 5b (Track 1.10)

• Play the recording again for students to listen and repeat. Pause as appropriate to check students’ pronunciation.

Extra activity

Extend the work on short forms to cover the verb to be .

Write the following sentences on the board: 1 I’m a teacher.

2 You’re a student.

3 What’s the missing letter? 4 It isn’t a big picture.

5 He’s a fan of The Simpsons .

6 We aren’t from Argentina.

Students look at the sentences and find the short form. Model and drill the sentences for students to practise the short form. Ask students to give you the full form of the

• Students work in pairs, asking and answering questions about the objects.

• Monitor but do not interrupt fluency unless they make

mistakes with have got .

Further practice:

Workbook pages 10 and 86–87

Brain Trainer Activity 2

See Teacher’s Book page 210 and Students’ Book page 112

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Unit 1My World

Revision

First – Tell students you are a big fan of someone or something. Elicit suggestions from the class for your obsession and write them on the board (e.g. Robert Pattinson, Lady Gaga, etc.).

people/items on the board, for example Robert Pattinson,

and saying ‘I’ve got a Robert Pattinson backpack.’ Choose

a stronger student and explain that they now have to repeat

and add an item to the list, e.g. ‘I’ve got a Robert Pattinson

backpack and a “Twilight” DVD.’ Another student continues

the list ( ‘I’ve got a Robert Pattinson backpack, a “Twilight”

DVD and the new “Eclipse” computer game.’ ). Make sure

students understand that they have to keep adding items and expanding the list.

Third – Divide the class into groups of three. Students take turns to see how long a list they can make without writing anything down. Encourage them to use vocabulary from the fi rst page of the unit and to ask you for any other vocabulary

• Individually, students choose the correct options. • They then check in pairs before checking answers with

• Play the recording. Pause after each item to give students time to suggest adjectives.

• Make sure students understand that there are various possible answers, depending on their opinions. They then work individually.

• Check answers by asking individual students to read

• Individually, students write three sentences.

• Monitor and help with vocabulary and feed in ideas if

• Monitor but do not interrupt fluency unless they make

mistakes with have got or the adjectives.

Extra activity

Help students memorise the vocabulary by playing ‘opposites tennis’. Demonstrate with a stronger student, explaining that you are going to say an adjective and they must respond with the opposite. The student then says a new adjective and you respond with the opposite, e.g. Teacher old

Student new – cheap Teacher expensive – popular Student unpopular, etc.

Explain that, like real tennis, the rhythm is very important. The speed is not important but the person who breaks the rhythm loses and the other player wins a point.

Further practice:

Workbook pages 11 and 104

Brain Trainer Activity 4

See Teacher’s Book page 210 and Students’ Book page 112

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13Unit 1

1 1.11 Match the adjectives (1–7) to the opposite adjectives (a–g). Then listen, check and repeat. Word list page 43 Workbook page 104

2 1.12 Choose the correct options. Then listen, check and repeat.

3 1.13 Listen and guess the adjective. More than one answer may be possible.

Well done! Excellent work!

Is the camera expensive?

4 Complete the sentences with adjectives from Exercise 1.

1 The film The Pirates of the 7 Usher’s songs are .

5 Choose one thing from each group. Use an adjective and write a sentence in your notebook.

• computer game / book / film / song

• sports star / actor / singer • object in your school / home

The computer game is difficult.

6 Look at the objects in Exercise 2. In pairs, ask 1 Help! I’ve got this game.

It’s really easy / difficult .

3 I’ve got two Rihanna posters. She’s great – she’s

very popular / unpopular .

5 I’ve got about fifteen school

books! I’ve got a big / small

backpack.

2 We’ve got a sports game for your console. It’s from 2007,

so it’s new / old .

4 Look at this camera.

It’s £500 so it’s cheap / expensive .

6 I’ve got these fantastic

DVDs. They’re very good / bad .

7 Have you got New Moon? It’s an interesting / boring

novel. Read it now!

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Say it in your language …

Cool! Great.

Speaking and Listening

1 Look at the photo and answer the questions. 1 Who is in Nick’s room?

2 Name three objects in Nick’s room.

2 1.14 Listen and read the conversation. Answer the questions.

1 Is Nick’s room big or small? It’s small.

2 Has Nick got a games console? 3 Has Nick got a football game? 4 Are Nick’s ice skates on the bed? 5 What is under the desk?

3 Act out the conversation in groups of three.

Julia This is a nice room!

Nick Thanks. It’s small, but it’s OK. Julia Oh look, Sunny’s in your room. Nick Sit, Sunny. Good dog.

Leo Is this your games console, Nick? Nick Yes, it is.

Leo Cool! What games have you got? Nick I’ve got a new football game – it’s really

difficult! Leo Where is it?

Nick It’s next to the games console. Oh, my ice skates are on the desk! Sorry. Leo Hey Nick, what’s that under the desk?

Nick Oh, it’s my skateboard. Leo Great. I’ve got one too.

14

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Revision

bad, big, boring, cheap, diffi cult, easy, expensive, good,

interesting, new, old, popular, small, unpopular

opposites.

pairs of words.

(Answers: bad–good; big–small; boring–interesting; cheap–

expensive; diffi cult–easy; new–old; popular–unpopular )

Speaking and Listening

Exercise 1

• Check students are clear about the names of the characters before they complete the exercises.

1 Nick, Julia, Leo and Sunny the dog. 2 Students’ own answers

Extra activity

Use the photo to elicit basic information about the characters, e.g. how old they are, what they are wearing, what hobbies they might enjoy and what sports they might like playing. Remember to grade your language appropriately.

Brain Trainer Activity 1

See Teacher’s Book page 210 and Students’ Book page 112

Exercise 2 (Track 1.14)

• Play the recording for students to listen and read. • Individually, students answer the questions.

• They then check in pairs before you check answers as a class.

2 Yes, he has. 3 Yes, he has.

4 No, they aren’t. They are on the desk.

5 Nick’s backpack and skateboard are under the desk.

Exercise 3

• Divide the class into groups of three. • Groups act out the conversation.

• Monitor and correct students’ pronunciation as appropriate.

• Nominate one group to perform the conversation for the class.

Extra activity

Stronger, more fluent students will complete this task before weaker ones. Suggest stronger students repeat the conversation three times, assuming different roles each time. Alternatively, give them one minute to try to memorise their part. They then cover the conversation and try to perform it from memory. After they have tried to reproduce the conversation they look at the version in the book and see where theirs differs.

Note that this activity can be re-used at any point during the course when you want to extend work on a conversation.

Say it in your language …

Ask students to find the phrases in the conversations and look at them in context to try to deduce the meaning.

Cool! – exclamation which can be used to indicate

that something is good or great as in this case.

Depending on the context and intonation it can also imply something is seen as stylish or fashionable.

Great. – exclamation used to show that we are happy about something that has happened. Students, for example, could use this expression if you give them a homework holiday, or if you are going to use a song or video in class. Or you might use it yourself if all the students hand their homework in on time.

Extra activity

Drill the conversation for correct pronunciation. Divide the class in half down the centre. Tell the half on the left that they are going to be Nick and the half on the right that they are going to be Leo. Explain that you will be Julia. Build up the conversation step by step until students can perform it unprompted.

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Unit 1My World

• Read through the phrases with the class.

• Ask students to identify which words and phrases in the sentences talk about where things are.

• Elicit further sentences using the words and phrases,

and objects in the classroom (e.g. ‘The book is on the

desk.’ ; ‘The backpack is under the chair.’ ; ‘The pencil is in the backpack.’ ).

Exercise 6

• Individually, students match the words and the pictures. • Check answers as a class.

• Read the examples in the speech bubbles with the class. Then elicit a second conversation from the class

using DVD .

• Students then make their own conversations by replacing the words in purple.

• Monitor but do not interrupt fluency unless students make mistakes with the use of the words and position phrases.

Further practice:

Workbook pages 12 and 113

and Possessive ’ s

Language notes

The possessive ’s is an item which many students

find hard to assimilate. Common errors from low level learners include:

• inverting the items and adding the ‘s to the wrong word (e.g. ‘It’s dog’s Nick’ );

• transferring the article which may be used in students’

L1 to the English construction (e.g. ‘It’s the Nick’s dog’ ); • avoiding the construction altogether (e.g. ‘The dog of

Nick’ ).

It’s therefore important to monitor students’ work continuously and point out errors in this area for them to self-correct.

Exercise 1

• Read the grammar table with students.

• Elicit further examples of possessive adjectives from the conversation on page 14 of the Students’ Book

(e.g. ‘Sunny’s in your room.’ ; ‘Is this your games

console, Nick?’ ; ‘Oh, my ice skates …’ ).

2 That’s their room. 5 Are these her books? 3 Those are our DVDs. 6 This is his ball. 4 It’s his laptop.

Exercise 3

• Make sure students are clear about the two positions of

the apostrophe ’ s .

• Check answers by asking individual students to write answers on the board.

2 Have you got Andy’s mobile phone? 3 Here is my grandparents’ house. 4 This is the teacher’s MP3 player. 5 Where is Marina’s dad’s camera? 6 My sisters’ names are Olivia and Lina.

Exercise 4

• Demonstrate the activity by holding up a pen and asking

a student ‘Is this your pen?’ .

• Repeat the process with two other items before students work in pairs asking and answering questions.

Further practice:

Workbook pages 13 and 86–87

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Talking about position

4 Look back at the conversation. Who says what? 1 It’s next to the games console. Nick

2 Sunny’s in your room. 3 What’s that under the desk? 4 My ice skates are on the desk.

5 Read the phrases for talking about position.

Talking about position

Sunny’s in your room. Where is it?

It’s next to the games console. My ice skates are on the desk! What’s that under the desk?

6 Match the pictures to these words.

behind in in front of next to on under

7 1.15 Listen to the conversation. Act out the conversation in pairs.

Ryan Where’s the 1 magazine ? Tania Is it 2 on the desk ? Ryan No.

Tania Look. It’s 3under the desk .

8 Work in pairs. Replace the words in purple in Exercise 7. Use these words and/or your own ideas. Act out the conversation. John and Tom ’s room.

Grammar reference Workbook page 86

1 Study the grammar table and learn.

2 Make sentences. Change the underlined words.

1 It’s Julia’s watch.

It’s her watch.

2 That’s my parents ’ room.

3 Those are my brother’s and my DVDs. 4 It’s Mr Green’s laptop.

5 Are these Anna’s books? 6 This is the boy’s ball.

3 Copy the sentences. Put the apostrophe in the correct place.

1 I’ve got my mums wallet.

I’ve got my mum’s wallet.

2 Have you got Andys mobile phone? 3 Here is my grandparents house. 4 This is the teachers MP3 player. 5 Where is Marinas dads camera? 6 My sisters names are Olivia and Lina.

questions about five objects in the classroom.

Is this your pen ? Where’s the

laptop?Is it next to

the desk? No, it’s Rafa’s pen .

1 DVD / games console / mobile phone 2 behind / next to / under

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Reading

1 Look quickly at the text and the photos. Answer the questions.

1 What type of text is it? a a quiz

b a competition c an interview

2 Who are the characters in the photo? a They’re from a film .

b They’re from a book. c They’re from a play.

Dad’s got an embarrassing hobby!

Listening

1 1.17 Listen to three interviews. Match the speaker to the interview.

Interview 1 a Peter’s mum Interview 2 b Peter’s brother Interview 3 c Peter

2 1.17 Listen again. Answer the questions.

1 Who’s got a Karate Kid collection?

a Peter’s brother b Peter’s mum c Peter 2 What is Peter’s mum’s opinion?

a The collection is big. b The collection is small. c The collection is cheap.

3 What is Peter’s brother’s opinion of Karate Kid?

a It’s cool. b It’s great. c It’s boring.

This week’s problem page interview is with Nicole from Montreal, Canada.

Key Words

embarrassing convention costume props shed

2 Read and check your answers to Exercise 1.

3 1.16 Read the interview again. Are the sentences true (T) or false (F)?

1 Nicole is a fan of Star Wars films. F

2 Nicole’s dad has got a Stars Wars costume. 3 Her dad has got thousands of Star Wars

things.

4 Nicole has got a Star Wars bed.

5 Her parents have got a small shed in the garden.

6 Star Wars things aren’t cheap.

Have you got a special collection, Nicole?

No, I haven’t got a collection, but my dad’s got a Star Wars collection. It’s his favourite film, but it’s an old film now and I’m not a big Star Wars fan. Here’s a photo of Dad with his friends at a Star Wars convention. Look

at their costumes – it’s really embarrassing!

Is it a big collection?

Yes, it is. Dad’s got hundreds of props and costumes

from the Star Wars films. He’s got DVDs and posters in

the living room. He’s got Luke Skywalker’s ‘light sabre’

in the dining room and Star Wars books and magazines in his bedroom, too. I’ve got a Star Wars bed in my room

with Darth Vader on it. Yuk! Our house is full!

Is this a problem?

Well, it’s OK because we’ve got a big shed in the

garden, but guess what? That’s full of Star Wars things

too. Dad is happy with his collection, but Mum isn’t

happy because Star Wars things are very expensive.

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Reading

Cultural notes

• Star Wars is a science-fiction fantasy film and was

first released in 1977. It was followed by two more instalments in 1980 and 1983 and three prequels from 1999 to 2005. The characters in the Reading text come from the original trilogy (1977–83). It was one of the highest grossing film series in cinema history.

Exercise 1

• Draw attention to the photos and the text and ask students what they can see.

• In pairs, students answer the questions.

Be prepared to focus on the Key Words, either by pre-teaching them, eliciting their meaning after students have read the text, or through dictionary or definition writing work.

convention – a special organised event where people with similar interests meet, usually for two or three days

costume – the clothes worn by actors in a film

embarrassing – something that makes you feel shy, ashamed or uncomfortable

props – the small objects used in films by actors e.g. guns, ‘light sabres’, keys

shed – a simple building in the garden, usually made of wood, to keep things in

Exercise 3 (Track 1.16)

• Students read the text again and decide if the sentences are true or false.

• If you wish, play the recording for students to listen and read.

• Elicit from stronger students or explain yourself the meaning of any new vocabulary.

• When checking answers, ask students to correct the

• Karate Kid is a martial arts film and was first released

in 1984. It was well received by the critics and was a commercial success. It was remade in 2010 starring Jackie Chan and Will Smith’s son, Jaden Smith. It has also been adapted as both an animated TV series and a computer game.

Exercise 1 (Track 1.17)

• Play the recording for students to listen and match the speakers and the interviews.

• Check answers as a class.

Interview 1 c Peter Interview 2 a Peter’s mum Interview 3 b Peter’s brother

Students answer additional comprehension questions. Write the following questions on the board:

1 Who is Peter’s favourite character in Karate Kid ? ( Dre ) 2 Who is Jaden Smith’s father? ( Will Smith )

3 How many objects has Peter got? ( about 20 )

4 What adjectives describe objects in Peter’s collection? ( big, not cheap, popular )

5 What’s Peter’s brother’s favourite film? ( Toy Story ) 6 Who’s Peter’s brother’s favourite film character? ( Buzz )

Repeat the recording for students to answer the questions.

Further practice:

Workbook page 14

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Unit 1My World

Revision

alphabet with the class, paying particular attention to any letters which habitually cause problems to your learners. Then write the following word skeleton on the board: s _ _ _ e _ _ _ _ d

letter. If the letter they choose is in the word, write it in the correct position. If it is not, write it in a column on one side of the board. When students think they know what the word is,

they put their hands up. (Answer: skateboard )

out all the vowels when you write it up on the board. If you have a stronger group, allow individual students to come to the board and take your place, or continue the activity in pairs.

Cultural notes

• Guitar Hero is a multi-platform music game. Players

use a guitar-like control to play along with a wide range of pop and rock songs.

• Kaiser Chiefs are an English indie rock group who formed in 1997. The single Ruby was from their third

album and was number one in the UK.

Exercise 1

• Read the Writing File with students.

• Ask students if the punctuation rules are the same in their L1 or different.

Exercise 2

• In pairs, students match the words in blue to the rules. • When checking answers, ask students to say the full form of the contractions and check if the missing letter

in the short form with ’s corresponds to is or has .

1 Janek – capital letter for a name

2 I’m – first person, missing letters (= I am) 3 Kraków – capital letter for a name 4 Poland – capital letter for a name 5 haven’t – missing letters (= have not) 6 they’re – missing letters (= they are)

7 Guitar Hero – capital letter for a name

8 It’s – missing letters (= It is) 9 game’s – possession

10 Ruby – capital letter for a name

1 1 The Kaiser Chiefs – capital letter for a name

Exercise 3

• Individually, students rewrite the sentences with appropriate punctuation.

• Monitor and point out errors for students to self-correct. • Check answers by asking individual students to write answers on the board.

2 She’s my sister. 3 I’m thirteen years old.

4 Our teacher’s name is Mr Day. 5 We’ve got fifty posters of Lady Gaga. 6 They haven’t got a games console.

Exercise 4

• Individually, students answer the questions. • They then compare their answers in pairs.

• Check answers by asking pairs of students to read questions and answers.

2 He’s from Kraków in Poland.

3 His two favourite things are his new games console and

Guitar Hero .

4 Because they’re expensive.

5 Because he’s got an electric guitar for Guitar Hero . 6 His favourite song is Ruby by The Kaiser Chiefs.

Exercise 5

• Explain that students should only make notes at this point or write short sentences.

• Encourage students to ask you for any vocabulary they need.

Students’ own answers.

Exercise 6

• Show students how the text guide is divided into two paragraphs and tell them that they should now organise their notes in the same way.

• Read through the ‘My favourite things’ writing guide. Make sure students understand that they should answer questions 1 and 2 in Exercise 5 in the first paragraph and questions 3 and 4 in the second paragraph. • Draw students’ attention to the ‘Remember!’ checklist.

Students’ own answers.

Extra activity

At the end of each unit make a set of Word Cards with 10–15 vocabulary items from the unit for students to memorise. Prepare some blank cards in advance and an envelope or bag to keep them in. On the front of the card, write the lexical item in large clear letters. Have fast finishers decorate the front of the card with a picture or design to help students remember the word. On the back they write the following: a definition of the word in English or in their L1 and an example sentence in English containing a blank where the word appears.

Further practice:

Workbook page 15

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17Unit 1

1 Read the Writing File.

Remember!

Use capital letters, apostrophes and full stops in the correct places.

Use the vocabulary in this unit. Check your grammar and spelling.

3 Rewrite the sentences. Use capital letters, full stops and apostrophes.

1 his names luke His name’s Luke.

2 shes my sister 3 im thirteen years old 4 our teachers name is mr day 5 weve got fifty posters of lady gaga 6 they havent got a games console

4 Read the profile again. Answer the questions. 1 How old is Janek? He’s eleven years old.

2 Where is he from?

3 What are his two favourite things? 4 Why hasn’t he got a lot of games?

5 Why is Guitar Hero his favourite game?

6 What is his favourite song?

5 Answer the questions.

1 What’s your name and how old are you? 2 Where are you from?

3 What are your favourite things?

4 Give extra information about your favourite things.

6 Write a description about you and your favourite things. Use ‘My favourite things’ and your answers from Exercise 5.

My favourite things Paragraph 1

• Your personal information

My name is ... and I’m .... (age)

I’m from ... .

Paragraph 2

• Your favourite things

My favourite thing is ... / My favourite things are ... and ... .

• Extra information

I’ve got ... . (number)

I haven’t got ... .

My favourite ... is ... because ... .

My name’s 1 Janek and 2 I’m eleven years old. I’m from 3 Kraków. It’s a big city in 4 Poland.

My favourite thing is my new games console. I 5 haven’t got a lot of games because 6 they’re expensive. I’ve got about fi ve. My favourite is 7 Guitar Hero

because I’ve got an electric guitar for this game. 8 It’s a great game and the 9

song is 10 Ruby by 11 The Kaiser Chiefs.

My favourite thingsWriting File Punctuation 1

We use punctuation to make our writing clear.

• We use capital letters ( A, B, C …) for the names of people, places, songs, games and groups.

• We also use capital letters for the first person I

• We use full stops ( . ) at the end of sentences.

• Apostrophes ( ’ ) can show missing letters, e.g. in short forms.

• Apostrophes can also show possession.

2 Read the profile. Match the words in blue to the rules in the Writing File.

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1 Felipe has got a guitar.

2 Make questions and short answers about the things in Exercise 1.

1 Has Felipe got a guitar? / Yes, he has.

3 Complete the sentences with the correct possessive adjective.

1 I’ve got my lunch in this bag. 2 Have you got MP3 player? 3 Mr Smith has got watch. 4 Mrs Jones hasn’t got laptop. 5 We’ve got magazines. 6 They’ve got cameras.

4 Rewrite the sentences. Use possessive ’s or s’.

1 Kasia / laptop / is new

Kasia’s laptop is new.

2 My brother / camera / is expensive 3 Jessica and Oscar / dog / is small 4 My teacher / book / is interesting

5 Fabio / favourite football player / is Ronaldo 6 My cousins / DVD / is old

Vocabulary Review

5 Complete the sentences with these words. comics laptops mobile phone MP3 player skateboard watch

1 The teacher hasn’t got any comics in her classroom.

2 My is in my bag.

3 I’ve got some new songs on my . 4 I haven’t got a but I’ve got a bike. 5 What’s the time? I haven’t got my . 6 The school has got for the students.

6 Find seven adjectives.

Speaking Review

7 1.18 Look at the picture and complete the conversation. Then listen and check.

A Where’s my backpack? B It’s there, 1 the chair.

A Are my school books 2 my bag? B No, they aren’t.

A Where are they?

B They’re 3 the table, 4 the TV – here!

Dictation

8 1.19 Listen and write in your notebook. My assessment profile: Workbook page 127

from small the got unpopular

fan name easy cheap look

expensive room bad boring

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Refresh Your Memory!

Exercise 1 Answers

1 Adriana and Damon haven’t got a guitar. 2 Felipe hasn’t got a skateboard.

Adriana and Damon have got a skateboard. 3 Felipe hasn’t got a games console.

Adriana and Damon haven’t got a games console. 4 Felipe has got an MP3 player.

Adriana and Damon have got an MP3 player.

Exercise 2

1 Have Adriana and Damon got a guitar? / No, they haven’t.

2 Has Felipe got a skateboard? / No, he hasn’t. Have Adriana and Damon got a skateboard? / Yes, they have.

3 Has Felipe got a games console? / No, he hasn’t. Have Adriana and Damon got a games console? / No, they haven’t.

4 Has Felipe got an MP3 player? / Yes, he has. Have Adriana and Damon got an MP3 player? / Yes, they have.

2 My brother’s camera is expensive.

3 Jessica and Oscar’s dog is small.

4 My teacher’s book is interesting.

5 Fabio’s favourite football player is Ronaldo.

1 I’ve got a camera and a wallet in my backpack. 2 Her brother hasn’t got a skateboard.

3 This poster is nice but it’s very expensive.

4 Ben’s favourite game is Guitar Hero .

5 Their names are Lisa and Bart.

My assessment profi le:

Workbook page 127

Extra activity

Revise have got , objects and adjectives from this unit: – Write My friend in a cloud in the centre of the board

and copy the figure underneath it.

– Elicit suggestions of names for the character based

on the letter on her shirt (e.g. Susan ).

– Divide the board in half and on the left of the board

draw a tick and write She’s got … and on the right of the board draw a cross and write She hasn’t got … .

– Draw one of the items that Susan has got, and elicit a sentence from the class. Encourage students to use

an adjective to describe the object (e.g. ‘She’s got an

expensive watch.’ ).

– Continue until you have drawn all six items, eliciting a sentence with an adjective for each. Allow students to draw additional items on the board using the vocabulary from the unit.

– Delete the phrases, cloud and the drawing of your friend and replace them with two speech bubbles, one

containing ‘Have you got …?’ and the other ‘Yes, I

have.’ / ‘No, I haven’t’ .

– Students work in pairs, asking each other about the items on the board. Monitor but do not interrupt students’ fluency.

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Unit 1My World

1 Cubism and Pointillism

2 Juan Gris, Pablo Picasso and Georges Braque

3 Washing in the Sun is a landscape and Guitar and

Fruit Bowl is a still life.

• Remind students that further information about artists and artistic movements is available by searching the internet.

Exercise 4

• Monitor and help with grammar and vocabulary and feed in ideas if necessary.

• Give students time to practise their presentation. • Make a note of any mistakes related to the content of this unit in students’ presentations to go over with the class afterwards.

In this unit have you …

… used Grammar and Vocabulary worksheet? … used Reading and Listening worksheet? … used Writing worksheet?

… used Speaking worksheet? … used Unit test?

With the exception of the Writing worksheets, all the Teacher’s Resources are at two levels of diffi culty:

* For students who need extra help and support ** For students who require an additional challenge

Art File 20 th Century painting

Cultural notes

• Cubism as an artistic movement first appeared in the

first decade of the twentieth century. Painting, sculpture and even architecture were part of the movement. The three leading Cubist painters were Picasso, Braque and Gris.

• Juan Gris (Spain, 1887–1927) was a Spanish painter

and sculptor. He studied in Madrid then moved to Paris in 1906 where he became friends with Matisse, amongst others. An early Cubist, he stood out from many of his contemporaries with his use of bright colours as opposed to monochrome.

• Pointillism was an artistic movement developed in

1886 by Georges Seurat. It uses tiny dots of colour which blend in the eyes of the viewer when seen from a distance, giving Pointillist works a unique

‘shimmering’ quality. The most famous work in this

style is probably A Sunday Afternoon on the Island of

La Grande Jatte by Seurat.

• Giuseppe Pellizza da Volpedo (Italy, 1868–1907) lived

and died in Volpedo in Piedmont. He used the theories of pointillism in his work and is considered a

neo-impressionist. His most famous painting, The

Fourth Estate , has an almost photographic realism

when seen from a distance.

Language notes

Be prepared to elicit from stronger students or explain yourself the meaning of the following lexical items which

appear in the Reading text: style, vase, bowl, mug,

geometrical shape, bright colour, typical, artist, basket, washing, shadow, dot

Exercise 1

• Students match the artists to the paintings.

• They then scan the text quickly to check their answers.

1 Washing in the Sun 2 Guitar and Fruit Bowl

Exercise 2 (Track 1.20)

• Students read the text and answer the questions. • If you wish, play the recording for students to listen and read.

• Students check in pairs before checking answers as a class.

• Check answers by asking pairs of students to read questions and answers.

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2 Name three Cubist artists.

3 Which of these paintings is a landscape? Which is a still life?

4 Which style of painting uses bright colours?

My Art File

3 In pairs, find out about another famous 20 th century painting. Think about:

• the artist

• the style of painting

• other artists in the same style • the objects/people in the painting • why you like it

4 Design a poster about your painting. Use your notes from Exercise 3 to help you. Then present your poster to your class.

Guitar and Fruit Bowl

This picture has got a guitar, a fruit bowl, a bottle and a book in it. Juan Gris’s style of painting is Cubism. The picture has got lots of geometrical shapes and the colours are not very bright. This is typical of Cubist paintings. Other famous Cubist artists are Pablo Picasso and Georges Braque.

Washing in the Sun

This painting is from 1905. There is a basket with some washing in it. The trees are blue and there are long shadows. Pellizza da Volpedo’s style of painting is called Pointillism. Pointillist paintings have got very small dots of colour. Georges Seurat and Paul Signac are other famous Pointillist artists.

20

th

Century Painting

On this page there are examples of two different styles of early 20 th Century painting: Cubism and Pointillism. One painting is a still life - a painting of objects, for example, vases, bowls or mugs. The other painting is a landscape – this is a painting of the countryside.

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Grammar There is / There are; s ome / any ; Can/Can’t for ability

Vocabulary Places in town; Action verbs Speaking Orders and warnings Writing A description of a town

1 1.21 Match the places in the picture to these words. Then listen, check and repeat. bank bus station café cinema hospital 1 library museum park police station post office shopping centre sports centre town square train station

Word list page 43 Workbook page 105

2 Where can you find these things? Match the things to the places in Exercise 1.

2 It’s behind the park. 3 It’s next to the post office. 4 It’s in front of the cinema. 5 It’s next to the shopping centre. 6 It’s in front of the police station.

4 In pairs, make a list of other places in a town.

</div>

Next move 1 teachers book

<b>TEACHER’S BOOKWITH MULTI-ROM</b>

<b>TIMOTHY JOHN FOSTER</b>

<b>A1</b>

<b>THE IDEAL GUIDE FOR YOURLANGUAGE LEARNING JOURNEYFROM FIRST STEPS TO LAST</b>

<b>FOR TEACHERS </b>

<b>TEACHER’S BOOKWITH MULTI-ROM</b>

<b>TIMOTHY JOHN FOSTER</b>

<b>1</b>

<b> About the methodology </b>

<b> Motivation </b>

<b> Digital look and feel </b>

<b> Inductive grammar </b>

<b> Visual approach to vocabulary </b>

<b> Mixed ability </b>

<b>Introduction</b>

<b> About the Students’ Book </b>

<b> Other components </b>

<b> MyEnglishLab</b>

<b> Workbook </b>

<b> Teacher’s Resource and Tests Multi-ROM </b>

<b> ActiveTeach </b>

<b> About the Teacher’s Book </b>

<b> Extra activities </b>

<b> Mixed ability </b>

<b> Live listening </b>

<b> Dictation </b>

<b> Drilling </b>

<b> Pronunciation </b>

<b> Multiple Intelligences </b>

<b> Visual/Spatial Intelligence </b>

<b> Verbal/Linguistic Intelligence </b>

<b> Logical/Mathematical Intelligence </b>

<b> Bodily/Kinaesthetic Intelligence </b>

<b> Musical/Rhythmic Intelligence </b>

<b> Interpersonal Intelligence </b>

<b> Intrapersonal Intelligence </b>

<b> Learning Styles </b>

<b> Visual Learners </b>

<b> Auditory Learners </b>

<b> Kinaesthetic/Tactile Learners </b>

<b> Learning Styles Test </b>

<b>Review 1</b>

<b>Review 2</b>

<b>Review 3</b>

<b>Review 1</b>

<b>Review 2</b>

<b>Review 3</b>

<b>Review 1</b>

<b>Review 2</b>

<b>Review 3</b>

<b>Review 1</b>

<b>Review 2</b>

<b>Review 3</b>

<b>Starter Unit</b>

<b> Vocabulary </b>

<b>Countries and Nationalities</b>

<b> Numbers </b>

<b>Spelling </b>

<b> Days of the Week and Months of the Year </b>

Starter Unit

<i><b> This / That / These / Those </b></i>

<b> Reading </b>

<b> Welcome to ….</b>

<b>The Wildlife Club! </b>

Starter Unit

<b> Listening and Speaking</b>

<b> Unit contents </b>

















Unit 1<b>My World</b>

<b> Reading </b>

<b> Reading </b>

<b> Simpsons fan! </b>

Unit 1<b>My World</b>

<b> PronunciationShort forms </b>

Unit 1<b>My World</b>

Unit 1<b>My World</b>

Unit 1<b>My World</b>

Unit 1<b>My World</b>

Unit 1<b>My World</b>